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Brittney Lewis
ELED 3221

Indirect Instruction Lesson Plan Template



Central Focus/Big Idea: Students will be like meteorologist and predict the
weather. The students will summarize weather conditions and wind speed (or

Subject of this lesson: Understanding patterns of weather and factors that

affect weather.

Grade Level: Grade 2

NC Essential Standard(s): 2.E.1.2 Summarize weather conditions using

qualitative measures to describe: temperature, wind speed, and water.

Next Generation Science Standard(s): Grade 2 (K-2.Engineering Design)

K-2-ETS1-1. Ask questions, make observations, and gather information

about a situation people want to change to define a simple problem that
can be solved through the development of a new or improved object or

21st Century Skills: Communication: Students construct their own scientific

understanding and develop their scientific process skills by asking scientific
questions, designing and conducting investigations, constructing
explanations from their observations, and discussing their explanations with
Collaboration- Students work collaboratively with others, both in small and large groups, in their
science classroom.

Academic Language Demand

Language Function: Students are required to describe, summarize, explain, and compare
and contrast their predictions on weather.

Analyze Argue Categorize Compare/contrast Describe Explain

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Interpret Predict Question Retell Summarize

Scientific Vocabulary: Wind types: Calm, windy, stormy, temperature, meteorologist

Instructional Objective: Students will be able to summarize weather
conditions. Students will be predicting the weather, and wind types. Students
will then be able to go outside to see if their predictions were correct. Then
the students will compare and contrast their weather predictions to the
actual temperature found on Students will then predict what
they think the weather will look like for the rest of the week.

Prior Knowledge: Students should already have an idea of weather patterns

and how weather changes over time.

Content Knowledge: I should have prepared myself by reading books,

articles, and researching facts about weather.

Accommodations for special needs (individual and/or small group): I will find
books, websites, and videos for students who are ELL. These resources will
be in their language and will help them understand the assignment. I will
also watch students with learning abilities more closely and I will work with
them one on one/small groups.

Materials and Technology requirements: Doc Cam, Computer (to look up the
actual weather)

Total Estimated Time: 1 week

Source of lesson:
Clip boards

Safety considerations: The clipboards with the students worksheet will be

spread out throughout the classroom. Each student will have a partner and
will have plenty of space from other students. When the students go outside,
they will be in groups and will have to be quiet if they want to participate.
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Content and Strategies (Procedure)

In your procedure, be sure to include all of the following 5 Es. Your

procedure should be detailed enough for a colleague to follow. If you
will be relying on technology (e.g., a YouTube video), describe your back up
plan thoroughly. Imagine your most novice colleague needing to teach from
your plan. Dont just answer the questions. Additionally, I expect you to
include possible questions you could ask for each section. This needs to
include higher-order questions.

Today we are going to predict what we think the weather will be like this
week. When I say teach I want you to talk with your partner and answer the
questions I give you. (Clap two times and then say, Teach. Students will
immediately begin talking with their partners. Some examples of questions
What is wind type? (Calm, windy, stormy)
Do you remember what the weather was like yesterday? How did it
What do you think the temperature was yesterday?

After you have created a discussion and answered the questions show the
students pictures of calm, windy, and stormy weather. Have the students
discuss with their group which pictures they think represent calm, windy and
stormy weather.
When I say teach, I want you to talk with your partners about which wind
type you think the picture is. After you have finished explaining the three
wind types you are focusing on, demonstrate the instructions for the rest of
the class.

Explore: Today we are going to turn into scientist/meteorologists. Does

anyone know what a meteorologist is?
Students will have a few minutes to look outside and predict what they think
the temperature will be and predict the wind type (calm, windy, or stormy).
Students will be basing this prediction on what they see and what they
remember the weather being like the day before. After the students feel
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confident in their predictions they will walk outside and make another
prediction. Students will make a prediction about the weather based on what
they feel, and see while outside. After the second prediction students will go
back inside to see if their predictions were correct. Now, are you ready to
see if your predictions were right? Remember, its okay if we dont have the
right prediction. We are scientist and we are always observing. Show the
class the real temperature on

Explanation: After students have made their predictions and found their
results they will share the data they collected with their partners. Ask
students to get with their partner and ask questions like:
What was your first prediction? Did you get it right?
Which prediction was the closest to being right? The first time in the
classroom or the second time outside?
Did you change your prediction after going outside? Why or why not?
What did you predict the weather will be like tomorrow? What made you predict this?

Elaborate: After the students have finished their discussions have them
return back to their tables. Help the students finish filling out their
worksheet. Then have the students draw their prediction of the weather
tomorrow on the blank square on the paper.
The students will also be working on a weather booklet. Each day the
students will be predicting the temperate, and weather type. Students will
draw their predictions in their booklet for a grade at the end of the week.

Summative Evaluation:
Have the students complete the weather booklet

Formative Evaluation:
I will be listening to the students as they discuss the questions being asked,
and walk around the classroom to see if they understand what they are

To be completed after the lesson is taught as appropriate

Assessment Results of all objectives/skills:

Reflection on lesson:

CT signature/confirmation: _________________________________ Date: